EDR 317/318 Lesson Plan Template for SLO

(40 points)

LESSON PLAN TEMPLATE

Name: Megan Daroshefski

Lesson Day
Date: October 4, 2017
Grade: 3
Topic: Guided Reading- Character Traits
Grouping: Small Group (4)
Time: 40-45 minutes
Why do authors give characters character traits in stories?
How will this lesson support the learning goal?
(1c: Setting Instructional Outcomes)
(1 point)
1. Students will be able to answer inferential comprehension questions when
Objective(s)
reading Bug-head and Me.
(1c: Setting Instructional Outcomes)
2. Students will be able to identify character traits based on the characters
(2 points)
actions as they read Bug-head and Me.
Taking the learning goal into consideration, what is the objective(s) of 3. Students will be able to create an open mind portrait about one of the
this lesson that will support progress toward the learning goal. characters from Bug-head and Me after reading to determine the characters
character traits.
Objectives should be learner focused (not what the teacher will do or 4. Students will be able to read Bug-head and Me with accuracy and fluency,
accomplish), observable (use verbs that can be measured), and target a including appropriate rate and expression.
specific outcome. Please refer to the SLO User Guide for the ABCD
method or I CAN statements that can be used as a guide.

PA Standards (2 points) 1. Standard - CC.1.3.3.C

www.Pdesas.org/Standard/view or Describe characters in a story and explain how their actions contribute to the
https://www.pdesas.org/Page?pageId=11
sequence of events.
2. Standard - CC.1.1.3.E
Read with accuracy and fluency to support comprehension: Read on-level text with
purpose and understanding. Read on-level text orally with accuracy, appropriate
rate, and expression on successive readings. Use context to confirm or self-correct
word recognition and understanding, rereading as necessary.

ISTE Standards (if applicable) N/A

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 Technology Materials/ Resources 1. Shipton, Paul, and David Kearney. Bug-Head and Me. Crystal Lake, IL,
(1d: Demonstrating Knowledge of Resources) Rigby, 2000.
(2 points) a. I will have the students read Bud-head and Me because the author
fully develops a few of the characters in the story.
What texts, digital resources, & materials will be used in this lesson?
2. Character Traits reference sheet
How do the materials align with the learning objective(s)? If
a. I will give the students this reference sheet so that they are able to
appropriate, what educational technology will be used to support the
identify which character traits apply to the characters in the story
learning outcomes of this lesson? How do the resources support the
they are reading.
learning objectives?
3. How is my character as a person? activity sheet
Cite publications and any web resources. a. I will use this activity sheet so that the students can explain their
reasoning behind why the character trait that they identified for a
certain character.
4. Character trait chart
a. I will use a character trait chart during reading to keep track of the
character traits shown by each character throughout the story. The
students will also be able to use these character traits that they came
up with for the open mind portrait they complete.
b. See end of lesson.
5. Open mind portrait
a. I will use the open mind portrait activity so that students can show
how a character looks on the outside versus how they are on the
inside and show how the character might have changed throughout
the story.
b. See end of lesson.
6. Writing materials
a. The students will use crayons and pencils to create their open mind
portrait and show what the character looked like on the outside
versus the inside and a pencil for the activity sheet to explain why
they identified a character with a certain trait.
7. Post-it notes
a. I will have the students use post-it notes while reading to write the
character traits of the different characters down as were reading so
that I can see what each student thinks instead of just one or two.

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Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
(2 points)
3-4__ minutes
How will you set the purpose and help students learn why todays
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson topic?
How will you build on students prior knowledge?
How will you introduce and explain the strategy/concept or skill?
Provide very detailed steps.
Reading:
Instructional Activities
(1a: Demonstrating Knowledge of Content and Pedagogy;
1e: Designing Coherent Instruction)
(15 points)
_35_ minutes
Exploration (Model): How will students explore the new concepts?
How will you model or provide explicit instruction? You MUST include
a teacher think-aloud using student-friendly language here.
Guided Practice: How will you provide support to students as they
apply the new concept? How will you allow them to practice (with
teacher support)?
Independent practice: How will students review and solidify these
concepts to be able to use this new knowledge? How will you monitor
and provide feedback?
Provide very detailed steps and include teacher talk where appropriate.
RJM Fall 2017 SLO Lesson Plan Template
1. When we have read stories the over the past couple weeks, what have we
been focusing on when reading? Have student give answer. Right, character
traits. Why do we look at the character traits a character is given? Have
student give answer. Right, to understand more about a character and what
they are like as a person.
2. We started reading Bug-head and Me yesterday. Who can summarize what
we read yesterday? Turn and talk to the person next to you and tell them
what happened in the story. Listen to students as they talk to see if they
remember what happened. Touch on the important points that they brought
up and add anything they didnt mention that is important to remember.
3. Today while reading we are going to look for character traits of our
different characters and see if we learn more about who they are.
1. Students will have stopped on page 17 from the day before. Compare how
Megan is now with Alan to how she was in the beginning when she first met
him. Turn and talk to the person next to you. Listen to what the students are
saying and highlight necessary points that they bring up.
2. Lets continue reading Bug-head and Me from where we left off yesterday.
Have students turn to the page where they stopped the day before.
3. Choose one student to begin reading. Have student read page 17 and 18.
4. At the end of page 18, Whats another character trait that we can give to
Alan? Write it on your post-it note for Alan. Give students a minute to write
their character trait down. Go around and have students share their character
trait and why.
5. Choose a student to continue reading. Have student read page 19. Hmm, lets
stop and think for a minute. How do you think Megan will act after James
comment? Turn and talk to the person next to you. Let students talk for a
minute or two about what they think will happen. Lets keep reading to see
what happens.
6. Choose another student to read page 20 and 21.
7. We can give a few more traits to James. Write on your post-it note for James
some new character traits that we can give him. Give students a minute to
write their character trait down and then have students share their trait and
why.
8. Did your prediction about how Megan would act match what actually
happened? Give a thumb up if it did and a thumb down if it didnt.
9. Choose another student to read page 22 and 23.
10. Choose another student to read page 24 and 25.
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 11. What is a new character trait that we see in Alan? Write it down on your
post-it note for Alan. Give students a minute to write their character trait
down and then have student share their trait and why.
12. Choose another student to read page 26 and 27.
13. We see a couple of new traits in a few of our characters. What is a new
character trait that you see Megan display? Write it on your post-it note for
Megan. Give students a minute to write their character trait down and then
have students share their trait and why.
14. We can also say something about James character. Write a character trait
for James on your post-it note for James. Give students a minute to write
their character trait down and then have students share their trait and why.
15. Choose another student to read page 28.
16. Choose another student to read page 30 and 32. What is another character
trait that we can give to Megan? Write it on your post-it note for Megan.
Give students a minute to write their character trait down and then have
students share their trait and why.
17. How did Megan change from the beginning of the story to the end? Turn and
talk to the person next to you. Give students a minute or two to talk to the
person next to them. Listen as students talk and bring up any important
points that they made.
Activity:
You will choose one of the two activities to complete:
Activity 1:
18. We came up with a lot of different traits that we saw in our characters as we
read. Using those traits, or another one if you think of it, you are going to do
an activity to figure out what your character is like as a person.
19. Show students the How is my character as a person? activity sheet.
20. First choose the character that you want to focus on, either Megan, James,
or Alan, and then the trait that you want to focus on.
21. Next, you will use evidence from the text and write two reasons why you
think your character has the trait that you chose.
22. Give students about 15 minutes to complete this activity.
23. The other activity that you can choose to do is an open mind portrait. Show
students the open mind portrait activity sheet.
24. We know that characters might be different on the outside compared to how
they are on the inside. You are going to create an open mind portrait. An
open mind portrait shows a characters actions, thoughts, and feelings. You
can use pictures or words to represent the different actions, thoughts and
feelings. From this we can see what a character is really like.
25. You will pick one of the characters for your open mind portrait. On one head
of the portrait, you will draw what the character looks like on the outside.
RJM Fall 2017 SLO Lesson Plan Template 4
 On the other head of the portrait, you will draw or write the different
character traits that your character showed throughout the story.
26. Give students about 15 minutes to complete this activity.

1. When we read our story today, what did we focus on? Have students share
Closure
answers. Right, we focused on character traits.
(1e: Designing Coherent Instruction)
2. Why do we focus on character traits when we read? Have students share
(2 points)
answers. Right, character traits help us see who a character really is.
_3_ minutes 3. Have students complete the statement : Today and everyday.
How will students share or show what they have learned in this lesson?
How will you restate the teaching point or ask students to do so and
clarify key concepts?
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?
1. To differentiate the product, students are given a choice between two
Differentiation
activities at the end of the reading. The one activity involves writing about
(1e: Designing Coherent Instruction)
the characters character traits and events in the story that support the trait
(2 points)
they chose. The other activity involves having students draw or write
What differentiated support will you provide for students whose different character traits based on evidence from the story. Students can
academic development is below or above the current grade level? choose which way fits how they learn best, whether its writing or drawing,
What specific differentiation of content, process, products, and/or to show what they learned.
learning environment do you plan to employ to meet the needs of all of To extend the open mind portrait activity, students who finished early could
your students? write a few sentences on the back to explain why they chose they pictures or
How will your lesson be supportive for all students, including English words that they chose.
Language Learners, and build upon the linguistic, cultural, and
experiential resources that they bring to their learning? *Students in this group are at a 3rd grade level
How will your lesson promote creative and critical thinking and
inventiveness?
N/A- no student has a 504 plan or IEP
Accommodations ** (see note below)
(1e: Designing Coherent Instruction)
(1 points)
What classroom accommodations do you plan to employ to increase
curriculum access for students identified with special education needs
or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).

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 N/A
Modifications**(see note below)
(1e: Designing Coherent Instruction)
(1 points)
What curricular modifications and/or changes in performance
standards, if any, do you plan to employ to facilitate the participation
of students identified with special education needs?
1. The post-it notes that the students write on throughout the reading will serve
Assessment (Formal or Informal)
as formative assessment. The teacher will be able to see if students can
(1f: Assessing Student Learning)
identify a characters traits based off the characters actions in the story. The
(3 points)
teacher will also be able to see if students can make inferences about a
How will you and the students assess where the learning objectives, characters traits based on evidence in the text.
listed above, were met? 2. The turn and talks during the reading will also serve as formative
assessment. The teacher will be able to see if the students are understanding
Each formal or informal assessment should describe how it is aligned
the story and how the character is changing throughout the story.
to the above objective(s).
3. The activity sheet will also serve as formative assessment. The teacher will
be able to see if students can identify a characters character traits and
support the trait they identified with evidence from the text.
4. The open mind portrait will also serve as formative assessment. The teacher
will be able to see if students were able to identify character traits that the
character showed throughout the story.
5. Listening to students as they read will serve as formative assessment to see
how accurate they are when they are reading and how fluent they are,
appropriate expression and rate.
6. There is no summative assessment.

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Reflection on Instruction
(7 points)
At the conclusion of the lesson you should reflect on the lesson. The
reflection should go beyond simply answering the question Was this a
good lesson? Below are some questions to assist you in your reflective
process (Danielson, 2008):
o What evidence did you collect to demonstrate that your
students have met or are progressing towards the learning
outcomes/objectives?
o View student work samples. What do they reveal about the
students level of engagement and comprehension?
o What changes, if any, would you make to the lesson if you
teach this lesson in the future? What misconceptions, if any, do
you need to clarify before teaching the next lesson?
o Did you stray from your lesson plan? If so, how and why?
o Comment on your classroom procedures, student conduct, and
your use of physical space. To what extent did these contribute
to student learning?
o Comment on different aspects of your instructional delivery
(e.g., activities, grouping of students, materials/resources
utilized). To what extent were they effective?
RJM Fall 2017 SLO Lesson Plan Template
Overall, this lesson went well and the students seemed to have a good understanding
of character traits and those that were related to the text we read at the end of the
lesson. There was a total of four students in the guided reading group. The one
student completed the How is my character as a person activity sheet and was able
to accurately choose a character trait that the character he chose portrayed and find
two events in the book that supported that character trait. He completed the Today
and every day statement by saying that he will look for character traits when he
reads, showing that he grasped the major concept of the lesson. The other three
students had done the open mind portrait of their activity. I was able to see that they
comprehended the story and grasped the concept of character traits through
questioning them and the character traits that they chose as they were working so
that I could see their thought processes. The open mind portrait was a little less
structured than the How is my character as a person activity, so I felt that the
students who chose the open mind portrait needed a little more guidance and
questioning as they worked to fully understand. I felt confident at the end of my
lesson that my students were able to accurately identify character traits when reading
and support the character traits with events from the story.
There were a few times throughout when I strayed away from my lesson plan. I had
originally planned stopping points after about every two pages every time a new
character trait came up. After hearing them read once the day before, I decided that
the stopping points I had planned were too frequent and might interfere with their
fluency and comprehension. I then chose different stopping points while actually
teaching the lesson and think that the new stopping points worked really well. I
stopped when there was enough to talk about and where some good character traits
were revealed. These stopping points lumped two or three different character traits
together into one discussion instead of stopping after every single character trait.
In addition, the students engagement throughout the lesson was high. With almost
every question I asked, I was getting every student involved. Sometimes I used turn
and talks and listened to the students thoughts as they were talking to their partner. I
would then pick out a few points that they brought up and we would talk about them
and I would see if everyone agreed or not and then we would go back to reading. At
other points I would ask a question and one student would answer, but then I would
get the other students involved by having them follow up on the other students
answer and asking them what they thought and if they agreed or disagreed.
In addition to having high student engagement, I also asked a lot of questions that led
to higher level thinking and a lot of good discussion between the students. If students
were struggling to come up with a point that I wanted to make, I prompted them to
get them to that point. Sometimes it took a little longer to get there, but in the end, I
was able to get them there and see their thought processes as we talked.
Although there were a lot of things that worked well, there were still some things
that I would change if I taught this lesson again in the future. At the beginning of the
7
 lesson, I had the students summarize what they had read the day before. After
summarizing, I explained the character trait chart that I had and that we would fill in
character traits as we found them and then we began reading. The students did not
utilize this chart during the first day. In the future, rather than just adding the
character traits that we found in the second half of the book, I would have them add
character traits to the chart before reading while we were summarizing from the day
before.
Another change that I would make to this lesson is utilizing the character traits guide
more. The character traits guide has a lot of different character traits and language
that the students may not necessarily come up with on their own. I didnt reference
this sheet until the end of the lesson when I was explaining the activity after reading
to them. In the future, I will utilize this chart throughout the lesson and have the
students use it while reading and discussing. The students I worked with did have
trouble coming up with the language they were looking for sometimes and reverted
to using words such as mean and nice, so I think using this sheet throughout the
lesson would really help with that.
Another thing that I need to work on is figuring out when to give a student the word
when they miss it while reading. In this lesson, a student misread the word stared and
read started and I immediately corrected him without giving him the opportunity to
self-correct. In the future I need to wait and see if they self-correct and if they dont,
then prompt them to go back and reread.
As I said earlier, the open mind portrait did require a little more guidance and
questioning as the students worked. When teaching guided reading, teachers dont
normally have the opportunity to question and monitor the students as they are doing
the independent activity because they are already working with the next guided
reading group. If I were teaching this lesson in my future classroom, I would have to
adjust the open mind portrait activity so that the students could complete it without
teacher guidance. I might have the students work in partners if I were to do this again
in the future or I might have to incorporate a writing component that has them
explain the pictures or character traits that they chose. Another option would be to
meet with the students during their next guided reading time and have them share
their open mind portraits and explain verbally why they chose the traits they included
along with their pictures and what they mean.
Last, I need to focus a little more on having all the students on task at all times.
There were times when I noticed that one or two of the students who werent reading
werent following along. I would either give a friendly reminder after the section was
read that we need to be following along when our friends are reading or I would
simply point to where we were in their books. I was able to catch most times when a
student wasnt on-task and fix it quickly, but because of the way my body was
angled I missed when another student wasnt on-task. In the future, I need to make
sure that I am equally monitoring all students.
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**Accommodations and Modifications
Students with disabilities may need accommodations or modifications to their educational program to participate in the general curriculum. Both are essential to
consider when planning an equitable educational experience for students with disabilities. Accommodations refer to changes in how a student learns the material
but they do not change knowledge content. With accommodations, a student receives the SAME education as other children, but the student can access content or
express knowledge in different ways. Modifications refer to changes of what is taught or what students with disabilities are expected to learn. This may include
adaptations made to instruction and assessment that change or reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional
explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access the material based on the accommodations
or modifications listed within the IEP or 504 plan. There should be a direct connection within the Anticipatory Set, Instructional Activity, and Closure section of
the lesson plan template.

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Character Trait Chart:

James Megan Alan

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Open Mind Portrait:

Name _______________________________________________

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